Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee
Keyword(s):  
The Netherlands ◽  
Professional Growth ◽  
Classroom Assessment ◽  
Meaningful Learning ◽  
Summative Assessment ◽  
Geography Education ◽  
Assessment Practices ◽  
Teacher Professional Growth ◽  
Teacher Professional

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

scholarly journals Live, online short-courses: A case study of innovative teacher professional development

2010 ◽  
Vol 11 (1) ◽  
pp. 81 ◽  
Author(s):  
Meghan E. Marrero ◽  
Jessica Fitzsimons Riccio ◽  
Karen A. Woodruff ◽  
Glen S. Schuster
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Course Design ◽  
Development Tool ◽  
Collaborative Community ◽  
Short Course ◽  
Competitive Funding ◽  
Teacher Professional ◽  
Short Courses

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA’s (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher’s own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

scholarly journals Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students

2018 ◽  
Vol 53 (2) ◽  
pp. 514-529
Author(s):  
Zhengdong Gan ◽  
Constant Leung ◽  
Jinbo He ◽  
Honghan Nang
Keyword(s):  
Classroom Assessment ◽  
Learning Motivation ◽  
Assessment Practices ◽  
Efl Students

scholarly journals DIGITAL TECHNOLOGIES FOR SUPPORTING THE MANAGEMENT PROCESSES OF TEACHER PROFESSIONAL GROWTH WITHIN THE DEPARTMENTS OF MANAGEMENT IN THE UNIVERSITIES OF THE REPUBLIC OF POLAND

2018 ◽  
Vol 8 (3) ◽  
pp. 55-59
Author(s):  
Victor Oliynuk ◽  
Iryna Androshchuk
Keyword(s):  
Professional Growth ◽  
Digital Technologies ◽  
Self Management ◽  
Digital Platforms ◽  
Management Processes ◽  
Teacher Professional Growth ◽  
Polish Society ◽  
E Learning ◽  
Teacher Professional ◽  
The Republic

The article examines the possible forms of self-management of the teacher professional growth of the management departments in the universities of the Republic of Poland. The following forms of enhancement of the teacher professional level are analyzed as courses, studies, trainings and portfolio. Distance and open education are characterized as alternative forms of self-management of the teacher professional growth in Polish universities. It was established that teachers of management departments use information systems LMS, LCMS; digital platforms Moodle, ELIAS and USOS in the system of higher education of the Republic of Poland. The types of e-learning are described, its possibilities and influence on the teacher professional growth are characterized within the management departments in the Polish universities. The questionnaires and interviews data are analysed for teachers of management departments in the universities of the Republic of Poland, in which the ways and forms are indicated for self-management of professional growth preferred by the teachers of the management departments of Polish universities. The role of digital technologies is analysed as an integral part in self-management of teacher professional growth in the modern conditions of globalization and European integration of Polish society.

scholarly journals Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Sarah Jane Twomey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
The Other ◽  
Relational Model ◽  
Reading Group ◽  
On Line ◽  
Teacher Professional ◽  
The Impact

This purpose of this paper is to deepen our understanding of a relational model of professional development that nurtures teachers’ interest in learning and professional growth through reading. This case study documents the impact of a teacher reading group that was created for the purposes of a larger study between 2005 and 2007 in Vancouver, British Columbia, Canada. Louisa, one of the six participants of this larger study, is the focus of this paper. Louisa’s practice of reading, interpreting, evaluating, and utilizing the on-line research she read individually and collectively with the other five participants of the study became a way for her to identify and critique important issues, reframe her experiences as a teacher, question her professional assumptions and beliefs, and begin to develop a new unit of study for her English as a Second Language students.

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